Lecturers’ AI Literacy and Students Learning Habits in Tertiary Institutions in Akwa Ibom State

Abstract

This study investigated lecturers’ AI Literacy and students learning habits in Tertiary Institutions in Akwa Ibom State. The study adopted a correlational research design. The population consisted of 2,362 undergraduate students from the Faculties of Education at the University of Uyo and Akwa Ibom State University. A sample of 236 students was selected using multistage sampling techniques, ensuring proportionate representation across five departments. Data were collected using a researcher-developed instrument titled Lecturers’ AI Literacy and Students’ Learning Habits Questionnaire (LAIL-SLHQ). The instrument was validated by three experts. The reliability coefficient of the instrument was 0.82, as determined by the Cronbach Alpha method. Data were analyzed using simple linear regression at the 0.05 significance level. Findings of the study revealed that lecturers’ critical thinking, data analysis, synthesizing supervised learning abilities with AI-driven tools significantly predict learning habits of undergraduate students in Tertiary Institutions in Akwa Ibom State Based on these findings, it was recommended that the National Universities Commission (NUC), in collaboration with university management boards, should organize regular workshops and capacity-building programs to enhance lecturers’ critical thinking abilities in the use of AI-driven tools for instructional purposes